Navegando por Orientadores "PERES, Ariadne da Costa"

Agora exibindo 1 - 6 de 6

Acesso aberto (Open Access)
A educação ambiental na prática docente em ciências em uma escola da rede municipal de Paragominas-PA
(Universidade Federal do Pará, 2021-09-24) SOUZA, Jamille Silva Rodrigues de; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This research presents itself as a qualitative one, which aimed to understand under what theoretical-methodological terms Environmental Education is inserted in the teaching practice of science teachers who work in higher elementary education in a public school in the municipal network of Paragominas. The case study (unique and holistic) was used as a research strategy. This is a research in which data triangulation was based on three sources of evidence: from semi-structured interviews with teachers, from document analysis of the Political Pedagogical Project of the Anésia da Costa Chaves school, as well as from the analysis of the Project Public Green Municipalities with regard to Environmental Education. Data were transcribed and analyzed using Bardin's Content Analysis (2011), in the light of the theoretical framework of currents in Environmental Education by Lucie Sauvé (2005). Four science teachers actively participated in the study. In this movement of analysis, two categories emerged: The look of science teachers on Environmental Education, and The Relation of Anésia school with Environmental Education, which present the results of the meanings attributed to Environmental Education and the different theoretical-methodological perspectives emerging in the dialogues , likewise, brings an understanding of how the school defines and inserts Environmental Education in its different curricular components. From these data obtained, it was observed that the different trainers claim to work with Environmental Education and that the resolutive current is predominant in the way they conceive and practice Environmental Education in this school. Thus, it is notorious that even with educational advances in the municipality of Paragominas, actions are needed that escape the critical educational perspective, which questions the socio-environmental practices and problematize the discourses that underlie these actions, in order to encourage autonomous thoughts in students.
Acesso aberto (Open Access)
Educação ambiental: macrotendências em atividades educativas no Parque Zoobotânico do Museu Paraense Emílio Goeldi
(Universidade Federal do Pará, 2022-04-28) BATISTA, Joniele Bentes; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
Environmental Education (EE) arises from an understanding of the historical social construction of the planet, where it is necessary to change the paradigm that implies both a scientific and political revolution. This study aims to know and understand the political-pedagogical macrotrends in EE present in the practices developed at Zoobotanical Park of the Museu Paraense Emílio Goeldi (MPEG). We assume qualitative research, with Content Analysis. The procedures were organized in two moments: 1. Visit to the MPEG Zoobotanical Park and analysis of the documentation object of the study; 2. Interviews with the coordinators responsible for EA's projects and activities. The following categories were established for analysis: vision of the environment, conceptions of environmental problems, political vision and practice/approach. From the analysis, we realized that the political-pedagogical macrotrends of EE present in the pedagogical practices in the Zoobotanical Park of MPEG, appeared concomitantly, that is, in a mixed way, without a consensus of intentionality or theoretical reference. However, a certain dominance was observed for conservationist and pragmatic macrotrends.
Acesso aberto (Open Access)
Educação ambiental: uma proposta de ensino investigativo sobre mudanças climáticas
(Universidade Federal do Pará, 2022-04-24) MORAES, Josiane Moreira; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
The present work entitled “CRITICAL ENVIRONMENTAL EDUCATION: a proposal for investigative teaching on climate change” had as a research question “what do teachers of the 5th year of elementary school express about a sequence of investigative teaching for learning about climate change? This work aimed to understand the manifestations of 5th grade elementary school teachers about an investigative teaching sequence for learning about climate change. For the construction of this research, the teaching proposal on climate change was delivered to the three participating teachers, that is, the educational product elaborated based on an Investigative Teaching Sequence. Teachers were able to assess and analyze the material by answering some questions in an open questionnaire. The empirical material was analyzed based on Discursive Textual Analysis. Thus, four axes of analysis emerged: 1) Vision of Environmental Education and climate change: distancing and approximations with the critical conception; 2) The viability of the teaching sequence: between theory and practice; 3) The teaching sequence and teaching resources: the contribution to teaching climate change; 4) Sequence of investigative teaching on climate change: raising students' awareness of environmental causes. The product, elaborated from this dissertation, was a “Didactic Guide for the teacher” in the format of an investigative teaching sequence, with the objective of raising awareness of climate change from a perspective of critical Environmental Education. The results showed that, according to the interviewed teachers' point of view, the educational product can significantly contribute to the teaching-learning of climate changes in the early years of elementary school.
Acesso aberto (Open Access)
O Ensino de botânica na prática de professores de ciências do ensino fundamental II no município de Salvaterra, Pará: uma proposta de intervenção utilizando trekking como estratégia metodológica para formação docente
(Universidade Federal do Pará, 2023-08-18) SOARES, Ana Deuza da Silva; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This study proposed to understand the difficulties that the teachers of Sciences are facing in the teaching of Botanics in elementary education II, having as a starting point a study directed to the municipality of Salvaterra (PA). The teaching of botany since the basic education has been marked by traditional courses, as they are still shown to be impacted by a technical teaching and that in a certain way still has its starting point occurring from the initial formation, having its culmination in the shortage of continued training to the teachers of Sciences and especially in the area of Botanics. The aim of this work was to investigate the difficulties that teachers of Sciences have in teaching the content correlated with the object-oriented learning within the thematic axes that involve knowledge on Botanics. Discussing the difficulties, however, without forgetting the importance of the use of alternative methods to promote a scientific education that aims at promoting an educational process in which the non-formal spaces are pointed out as a way of this teaching action learning can continue to develop from experience and experience in different locations, such as using the ecological trails, enabling a new walk within the teaching of Botanics. Semi-structured questionnaires were used to obtain data from individuals involved in the survey questions, made available online. The results show that the difficulties observed in teaching may be related to methods that need to be improved, in the areas of contextualization. This study aims to meet, at least in part, the need to investigate and based on the reflections arranged by the research and propose alternatives of elements that can serve as auxiliaries in the construction of methodologies that contribute to the improvement in the work carried out in the classroom for the teaching of Botanics for the final series of elementary education.
Acesso aberto (Open Access)
Por entre saberes ambientais e cultura ribeirinha: elementos da abordagem CTS na prática de professores de Ciências
(Universidade Federal do Pará, 2023-06-05) SILVA, Cliciane Magalhães da; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
In this text, the result of the research is highlighted, whose problem was to verify how the elements of the Science-Technology-Society (STS) approach are constituted and characterized in narratives and practices of teachers who teach Science in the final years of elementary education in a riverside school. It is noteworthy that teaching with a STS approach is mediated from socio-scientific themes, leading the student to critical decision-making with a scientific basis, with the school being responsible for encouraging this type of attitude. In practice, the proposal of environmental knowledge is effective through diversified actions of a critical and reflective environmental education that walks towards the construction of a possible future. As for the methodology, the empirical material collected was treated in the light of the theoretical proposition of content analysis, proposed by Bardin (2016) and Gibbs (2009). An educational product entitled “Solid Waste: Use of LAPBOOK in Science Teaching” was created, with a CTS perspective, being a teaching guide as a theoretical and methodological contribution as an alternative to lapbook production, using various teaching strategies and different teaching resources. The analysis of the result points to the identification of elements of the STS approach dialoguing with environmental knowledge taking effect in the educational field through environmental education. Considering the clear importance of an education that contributes to the formation of active agents in society, it is believed that for there to be progress, it is necessary that practices in STS be developed from the initial stage of education and that there be the application of investments in teacher training in STS, enabling the effective discussion of this approach in schools.
Acesso aberto (Open Access)
Sobre besouros e borboletas: os sentidos, os significados e o ensino de ciências
(Universidade Federal do Pará, 2021-10-22) GUEIROS, Karla Cristina Fontelles; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
Reflecting about science teaching in the early years of elementary school is imperative, considering children formalize, at this school stage, and mediated by the teacher the contact with scientific concepts. Still under the teacher’s responsibility, is the challenge of creating a critical perspective concerning scientific culture among their students throughout the process of knowledge construction, negotiating the meanings conceived by students when actively involved in teaching situations within the scope of science. Many studies demonstrate the school and science education are still moving in the opposite direction, ignoring the characteristics of scientific work and the child's investigative and creative potential, thus, perpetuating an archaic and experimental teaching that does not recognize the dialectic process involved in the construction of knowledge. In this context, committed to the desire to produce science together with the group of first-year elementary school students and bringing in my professional trajectory traits that distance me from an impoverished and linear view of knowledge, added to an enormous curiosity for the natural world, I come to the research problem: In what terms, as a teacher of the initial years, along with a group of students attending the 1st year, express our scientific knowledge while carrying out research activities on garden animals and reflecting on the senses and meanings ? Faced with this question, the following research purpose has been established and directs my focus: to investigate my own teaching practice in the first year of Elementary School, by means of classroom research, as a possibility to produce scientific knowledge along with my students, fostering scientific literacy and allowing the development of an educational product capable of helping other teachers as a reference material. I resorted to the theoretical-methodological approach of narrative research to put together the narrative fragments emerged since my teaching development period until the phase of support to the construction of meanings and senses by students when involved in learning situations, turning field texts into research texts. The data, unique and singular, were built in classroom research development context, when studying garden animals with a class of 15 students. To record the data, a narrative diary, audio recordings, activities, drawings and photos extracted from the classroom practice were used, selecting the most significant class episodes with regard to the interpretation of meanings. As a result of the process, I highlight the construction of scientific knowledge transposed into school knowledge, through a network of meanings that give sense to the reality studied, I observed the expansion of spontaneous concepts, the development of an investigative posture, the acquisition of a scientific vocabulary and enjoyment of group activities. Within this context, immersed in the pleasure of teaching and producing science, I discuss the challenges of this school discipline in school ambience, the child empowerment as a subject of their own learning, capable of producing science, supported by the theories of Piaget and Vygotsky. I also dialog with other authors who highlight the importance of scientific literacy and discard the belief that children do not have the necessary maturity and abstraction to produce knowledge. In these terms, I advocate the importance of contextualized teaching, based on an active methodology and exploration of the environment, not with the objective of offering answers but above all, with the purpose of generating curiosity, stimulating questioning and interest in science through classroom research.